and the cry of indignation of the Calcutta literati was re-echoed with more than its original bitterness from the colleges of France and Germany.

In order to understand these phenomena, it will be necessary to go back a few years in the history of India. When Lord Wellesley established the college of Fort William, he provided munificently for the encouragement of oriental learning. For a long time after, that learning was nearly the sole test of merit among the junior members of the civil service, and such military and medical officers as aspired to civil employment. A superior knowledge of Sanskrit and Arabic was sure to be rewarded by a good place. The reputations of many members of the government and of nearly all the secretaries had been founded on this basis. The literary circle of Calcutta was almost exclusively composed of orientalists. The education committee was formed when this state of things was at its height, and hence the decidedly oriental cast of its first proceedings.

By degrees the rage for orientalism subsided among the Europeans, while the taste for European literature rose to a great height among the natives. A modification of the committee's proceedings suited to this altered state of things was called for; but the persons who had been trained under the

old system still occupied the strongholds of the administration, and motives were not wanting to dispose them to an obstinate defence. The habits of a long life were now for the first time broken in upon. They felt as if the world were given to understand that they had spent their strength for nought, and that their learning was altogether vanity.* The axe seemed to them to be laid at the root of their reputations. This was more than human nature could bear. Men who had been remarkable for self-restraint completely lost their temper, and those who had been accustomed to give free expression to their feelings showed unusual warmth on this occasion. It was a striking exhibition of character. It is true that the wellearned honours of mature life had rendered several of these distinguished persons independent

* Jacquemont makes the following remarks on this subject in one of his letters to his father, vol. i. p. 222-3: "Le Sanskrit ne ménera à rien qu'au Sanskrit. Le méchanisme de ce langage est admirablement compliqué, et néanmoins, dit on, admirable. Mais c'est comme une de ces machines qui ne sortent pas de conservatoires et des muséums, plus ingenieuses qu'utiles. Elle n'a servi qu'à fabriquer de la théologie, de la métaphysique, de l'histoire mêlée de théologie, et autres billevésées du même genre: galimathias triple pour les faiseurs et pour les consommateurs, pour les consommateurs étrangers surtout, galimathias, &c. &c. La mode du Sanskrit et de l'orientalisme littéraire en général durera cependant, parce que ceux qui auront passé ou perdu quinze ou vingt ans à apprendre l'Arabe ou le Sanskrit n'auront la candeur d'avouer qu'ils possèdent une science inutile.”

of their early reputation for eastern learning. But this availed nothing. The blow had gone straight to the sources of their habitual feelings, and the effect which followed was highly remarkable.

The motive which led the oriental literary societies to take up the cause of that section of the committee which supported the interests of criental literature is still more obvious. The object of the Asiatic societies is to investigate the history and antiquities of the East; to lay open to the European world whatever the records of Asia contain to illustrate and aid the progress of mind, of morals, and of natural history. The object of the education committee is to instruct the people of India in sound knowledge and true morality. The Asiatic societies are organs for making known the arts and sciences of Asia to Europe. The education committee is an organ for making known the arts and sciences of Europe to Asia. Yet different, and, to a great extent, incompatible, as these objects are, the education committee had acted, in the main, as if it had been only a subordinate branch of the Bengal Asiatic Society. The same gentleman was long secretary to both. Ancient learning of a kind which every body must admit

to be more fit for an antiquarian society than for a seminary of popular education was profusely patronised. Extensive plans for the publication of Arabic and Sanskrit works, which exceeded the means of any literary association, were executed out of the fund which the British parliament had assigned for enlightening the people of India. The full extent of this union became apparent after it had been dissolved. A limb had been torn from the parent trunk, and the struggle with which the disruption was resisted showed how intimate the connection had been. By vehemently complaining of the suspension of the plans for the encouragement of ancient oriental literature, the literary societies virtually acknowledged the identity of their own operations and of the past operations of the education committee.

Those societies are entitled to the highest respect, and nobody can blame them for endeavouring to obtain support in the prosecution of the laudable objects for which they are associated. The responsible parties were the education committee and the Bengal government. It was for them to consider whether the mode which had been adopted of disbursing the education fund was the one best suited to the accomplishment of

the object for which that fund had been instituted. If it was, they had properly acquitted themselves of the trust reposed in them, whether their plans happened to coincide with those of the Asiatic Society or not; if it was not, some change was obviously required.

This deeply important subject was long and carefully examined, both by the committee and the government. The decision which was come to has been already related, and it is needless to recount all the arguments which were used on the occasion. The whole question turns upon two points: the first of which is, whether English or Sanskrit and Arabic literature is best calculated for the enlightenment of the people of India; the other, whether, supposing English literature to be best adapted for that purpose, the natives are ready to avail themselves of the advantages which it holds out. When these points are determined the question is settled, and it is capable of being settled in no other way.

The comparative state of science in European and Asiatic countries might be supposed to be too well known to admit of any dispute on the first point; but as our opponents sometimes argue as if it were still a doubtful question whether English or oriental literature is most calculated to advance